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Pledge of Allegiance and Student Presentations (Link: 00:00:00 – 00:08:00)
The Marblehead School Committee meeting commenced with the Pledge of Allegiance, led by a student representative. Following the pledge, the meeting transitioned to student presentations, highlighting educational projects from Veterans Middle School. Principal Matt Fox introduced the first presentation, which featured seventh and eighth-grade students discussing their science and literature projects. The seventh-grade science students, Annabelle Cassidy and Jordan London, along with their teacher, Tony Callahan, presented a lab experiment known as the “Gummy Bear Lab.” This experiment was part of their study on cell parts and organelles, focusing on the process of diffusion. The students explained how they used gummy bears to demonstrate passive transport and osmosis, providing insights into how materials move in and out of cells.
Eighth Grade Literature and Poetry Projects (Link: 00:08:00 – 00:13:00)
The meeting continued with eighth-grade students presenting their literature and poetry projects. Students June Crawford and Chloe Steiner, guided by teacher Carolyn Todd, shared their experiences with the “Windows and Mirrors” book project. This initiative encouraged students to read books that either reflected their own experiences or provided insights into different cultures and perspectives. As part of their poetry unit, the students wrote sonnets that connected their reading experiences to the themes of the books. June Crawford read her sonnet titled “Labels and Fruits,” while Chloe Steiner presented her sonnet “The Other Side,” both reflecting on the themes of identity and empathy.
Letters About Literature Program and Student Achievements (Link: 00:13:00 – 00:19:00)
The meeting highlighted the success of the “Letters About Literature” program, where students wrote letters to authors whose works had impacted them. Melissa Baller, an eighth-grade student, was recognized for her letter to poet Naomi Shihab Nye, which earned her first place in the state. Baller’s letter expressed how Nye’s poem “Kindness” inspired her to connect with others and understand their stories, emphasizing the importance of empathy and shared humanity.
School and Community Updates (Link: 00:19:00 – 00:26:00)
The meeting proceeded with updates from the high school student representative, who discussed upcoming events and activities. Students were preparing for Advanced Placement (AP) exams, senior projects, and the senior prom. The National Art Honor Society announced a fundraiser, and the school musical “Hadestown” was scheduled for performance. Committee member Brian Ota mentioned Mary Maxfield for organizing a science fair at Joseph Brown Elementary School, which featured projects from kindergarten students. Sarah Fox also noted the efforts of the performing arts department and the local sports shop for their contributions to the community. The meeting included a discussion on public comment procedures, with Chair Jennifer Schaeffner addressing the need to manage time effectively while ensuring all voices were heard. The committee agreed to revisit public comments later in the meeting if necessary.
Public Comment on Symbolic Displays Policy (Link: 00:26:00 – 00:34:00)
The Marblehead School Committee meeting continued with public comments addressing the symbolic displays policy. An unidentified speaker expressed concerns about the responsibility of the committee in becoming gatekeepers of culture within schools. The speaker emphasized the importance of considering the needs of core stakeholders, including students and teachers, before implementing such a policy. Margaret Cork, a resident, voiced her concerns about the broad language of the policy, which she argued could lead to censorship and violate students’ freedom of expression. Cork highlighted the potential implications for religious symbols and questioned the motivations behind the policy. Karen Clark, speaking on behalf of her son, criticized the policy for its restrictive nature and its impact on students who feel represented by certain symbols. Clark emphasized the importance of inclusivity and the negative effects of the policy on the community.
Discussion on Flags and Cultural Representation (Link: 00:34:00 – 00:42:00)
Sharon Rich addressed the committee, discussing the complexities of allowing various flags in schools. Rich argued that while representation is important, the inclusion of numerous flags could lead to logistical challenges. She suggested that the focus should be on dialogue within classrooms to foster understanding and inclusivity. Sarah Flavian spoke about the ongoing issue of antisemitism in the community, sharing personal experiences and expressing dissatisfaction with the findings of a recent investigation into antisemitic incidents. Flavian called for greater awareness and action to address antisemitism within the schools.
Criticism of Proposed Flag Policy (Link: 00:42:00 – 00:47:00)
An unidentified speaker commended the teachers for advocating for free expression and criticized the proposed flag policy for its lack of statutory requirement and poor drafting. The speaker highlighted the absence of legal obligations to adopt such a policy and pointed out flaws in the current proposal, including restrictions on third-party petitions. The speaker urged the committee to reconsider the policy and focus on more pressing matters.
Continued Public Comments and Concerns (Link: 00:47:00 – 00:57:00)
The meeting continued with further public comments. An unidentified speaker expressed concerns about the investigation into antisemitism, criticizing the lack of adoption of the IHRA definition of antisemitism. The speaker emphasized the need for a proper definition to address antisemitic incidents effectively. Mary McCarrison briefly spoke about the importance of flag representation in schools, while Emily DeJoy advocated for a focus on unity and inclusivity by displaying only flags that represent all students, such as the United States and Massachusetts flags. DeJoy emphasized the importance of creating a distraction-free learning environment. The meeting proceeded with additional public comments, with the committee deciding to continue hearing from attendees.
Continued Public Comments on Flag Policy and Teacher Rights (Link: 00:57:00 – 01:11:00)
The Marblehead School Committee meeting continued with public comments addressing the proposed flag policy and teacher rights. An unidentified speaker expressed support for the draft flag policy, highlighting the removal of the Israeli flag from the high school and questioning the lack of calls for its return. The speaker emphasized the need for school neutrality to create an inclusive environment and raised concerns about teachers’ rights and responsibilities in the classroom. The speaker shared personal experiences of perceived inappropriate material being taught to young students and questioned the boundaries of teachers’ influence. Diane Flora, a resident, expressed her opposition to the proposed flag policy, arguing that it undermines teachers’ rights and the community’s fabric. Flora emphasized the importance of allowing schools to develop their own culture and the role of flags in education. She highlighted the significance of flags in teaching history, geography, and diversity, and shared examples of how flags are used in classroom projects at Glover School.
Legal and Community Perspectives on Flag Policy (Link: 01:11:00 – 01:17:00)
Brent Speed, a community member, addressed the committee, urging careful consideration of the policy’s language to avoid infringing on First Amendment rights. Speed highlighted the broad nature of the policy and the potential legal risks of selective enforcement and viewpoint discrimination. He also mentioned the collective bargaining agreement that protects teachers’ rights to engage in educational expression and advised the committee to ensure the policy does not expose the town to legal challenges. Frank Kashner, another community member, shared his perspective on the policy’s impact on expression. Kashner suggested adopting conflict resolution strategies to address the inevitable conflicts that arise from allowing expression, emphasizing the importance of preparing students for real-world challenges.
Personal Testimonies and Reflections (Link: 01:17:00 – 01:22:00)
The meeting included personal testimonies from community members. Shauna King, a Marblehead High School graduate, expressed gratitude for the investigation into antisemitism allegations and defended a former teacher accused of antisemitic behavior. King shared experiences from her time in the teacher’s class and highlighted the teacher’s commitment to anti-racism and inclusion. Megan Kalpin read an excerpt from an op-ed written by Brian Ota in 2015, emphasizing the importance of respecting differences and upholding the principles of the Declaration of Independence and the Bill of Rights. Kalpin’s reading underscored the ongoing discussion about freedom of expression and the role of schools in fostering an inclusive environment. The meeting then transitioned to district updates, with the superintendent scheduled to provide information on various topics.
Superintendent’s Updates and Announcements (Link: 01:22:00 – 01:29:00)
An unidentified speaker provided several updates to the Marblehead School Committee. The speaker highlighted the busy spring schedule, including MCAS testing, trimester report cards, spring sports, concerts, and field trips. They reminded the community that April 23rd, 24th, and 25th are school days, and the last day of school is scheduled for June 25th, a half-day for students. The speaker also announced that the FY26 school committee-approved budget was presented to the Finance Committee, which voted unanimously to recommend its approval. The speaker acknowledged World Down Syndrome Awareness Day and Autism Awareness Day, emphasizing the importance of celebrating differences. Upcoming events include kindergarten orientation on April 10th and a third-grade parent night on April 15th. The PTOs and PCOS have funded a professional development opportunity called Project Reboot, focusing on building a tech-healthy household. The high school musical “Hadestown” will be performed on April 11th, 12th, and 13th. Additionally, a documentary will be shown on May 9th, 10th, and 11th. The Marblehead Mother’s Co-Op Pop-Up Shop will take place on April 4th and 5th, with proceeds benefiting Friends of the Marblehead Public Schools. The speaker also shared updates on author visits to local schools and athletic department activities, including the installation of a new shed at Village School and track repairs. They concluded by announcing the retirement of Ricklem U, a beloved custodian, and the appointment of Frank Kowalski as the full principal of Glover School.
Discussion on Use of School Facilities for Elections (Link: 01:29:00 – 01:39:00)
The committee discussed a request to use the Marblehead High School field house as a polling station for the upcoming June elections. The proposal was introduced by an unidentified speaker, who explained that the field house could be used safely while school is in session, with appropriate measures such as police detail to ensure community members do not enter the school. The speaker emphasized the importance of collaboration with the town and addressed potential challenges, including parking and space management. Fire Chief Jason Gillen and other town officials supported the proposal, citing past successful use of the field house during COVID-19 and the benefits of consolidating polling locations. The committee agreed to approve the use of the field house for the June elections, with plans to evaluate its effectiveness before considering its use for future elections.
Superintendent Evaluation Surveys (Link: 01:39:00 – 01:56:00)
The meeting continued with a discussion on the draft surveys for the superintendent evaluation. An unidentified speaker explained that the surveys were designed for different audiences, including administrators, staff, and the community. The surveys for administrators and staff would be anonymous, while the community survey would not, to prevent multiple submissions from the same individual. The speaker clarified that the decision to make the community survey non-anonymous was based on technical limitations and the need to ensure one response per person. Committee member Brian Ota added that most questions were similar across surveys, but they were tailored to each audience. The committee sought feedback on the draft surveys and aimed to finalize them for distribution.
Superintendent Evaluation Survey Discussion (Link: 01:56:00 – 02:08:00)
The Marblehead School Committee continued its meeting with a detailed discussion on the superintendent evaluation surveys. An unidentified speaker explained the importance of accurately reflecting Interim Superintendent John Robidoux’s role in the survey questions. They emphasized the need to ensure that questions were not inadvertently evaluating other staff members, such as Julia Ferreira, Assistant Superintendent of Teaching & Learning, who is responsible for curriculum development. The committee discussed the phrasing of questions to ensure they were appropriately targeted. Committee members debated whether to go through each survey question individually or to address specific concerns. They agreed that if members had read the surveys independently, they could provide feedback without reviewing each question in detail. A suggestion was made to change the format of some questions from a yes/no response to a scale of 1 to 5, to better capture the nuances of respondents’ opinions. The committee also discussed the importance of making the survey anonymous for administrators and staff, while the community survey would remain non-anonymous to prevent multiple submissions from the same individual.
Adjustments to Survey Questions and Timeline (Link: 02:08:00 – 02:17:00)
The committee continued to refine the survey questions, focusing on how to phrase questions about support for students with disabilities. An unidentified speaker suggested using the term “students receiving services” to encompass both IEPs and 504 plans. The discussion addressed past concerns about the special education department and ensuring the survey captured any changes or improvements. The committee debated the timeline for distributing and collecting the surveys. They aimed to send out the surveys by the week of April 7th, allowing a week for responses. The goal was to have the raw data available to committee members by the end of the week of April 14th. The committee emphasized the importance of receiving the data promptly to allow sufficient time for analysis before the evaluation process. Additionally, the committee considered including high school students in the survey distribution to align with their goal of incorporating student voices. They discussed the logistics of ensuring student responses were legitimate and whether to keep the student survey anonymous. The committee agreed to send the survey to high school students through their school emails, ensuring anonymity while capturing valuable feedback.
Discussion on Data Handling for Superintendent Evaluation Surveys (Link: 02:17:00 – 02:22:00)
The Marblehead School Committee continued its meeting with a discussion on handling the data from the superintendent evaluation surveys. An unidentified speaker raised concerns about managing the large volume of data expected from parents, students, and staff. The committee debated whether the data should be presented in its raw form or summarized. Alison Taylor, Vice Chair, was suggested to roll up the data, providing a summary of responses to facilitate analysis. The committee discussed the importance of including a section in the survey where respondents could identify themselves as students, parents, or community members to aid in data aggregation. The committee agreed that while everyone would have access to the raw data, a summarized version would help in understanding the overall feedback.
Introduction of Draft Flag Policy (Link: 02:22:00 – 02:30:00)
The meeting transitioned to the introduction of a draft flag policy, which was read into the record by an unidentified speaker. The policy outlined the Marblehead School Committee’s authority over symbolic displays on school district property, emphasizing that only flags with official legal status, such as the United States flag, Massachusetts state flag, and POW MIA flag, would be displayed. The policy also allowed for flags and banners that reflect the school district’s mission, vision, and values to be displayed, as recommended by the superintendent. The committee discussed the process for third-party requests, which would be directed to the superintendent for consideration before being brought to the committee.
Clarification and Concerns Regarding Flag Policy Implementation (Link: 02:30:00 – 02:41:00)
The committee engaged in a detailed discussion about the implementation of the proposed flag policy. An unidentified speaker suggested striking the phrase “similar symbolic displays” from the policy to avoid broad interpretations and adding the term “affixed on school district property” to clarify the scope. The committee emphasized that the policy should not restrict personal expressions such as clothing or bumper stickers. Concerns were raised about the superintendent’s role in making recommendations and the potential for personal biases to influence decisions. The committee agreed that the superintendent’s recommendations should be based on the school district’s vision and values, and that the policy should be operationalized through clear procedures. The discussion focused on the need for a transparent process to ensure that the policy is implemented consistently and fairly.
Continued Discussion on Flag Policy Draft (Link: 02:41:00 – 02:59:00)
The Marblehead School Committee meeting continued with an in-depth discussion on the draft flag policy. An unidentified speaker read a proposed version of the policy, emphasizing the committee’s role as the sole authority to determine which flags and banners are displayed on school property. The policy outlined that only flags with official legal status, such as the United States flag, Massachusetts flag, and POW MIA flag, would be displayed. The superintendent could recommend additional flags or banners that align with the school district’s mission and values. Committee members debated the timing of when recommendations should be made, with some suggesting August to avoid reactionary decisions. Others argued for more flexibility to accommodate unforeseen events or student-driven initiatives. The discussion also touched on the importance of ensuring the policy does not become overly prescriptive, allowing for necessary amendments as circumstances change. The committee agreed to make changes to the draft policy, including clarifying language around third-party requests and ensuring the policy is operationalized by the superintendent. The committee planned to revisit the policy in future meetings, with the understanding that it may require further revisions.
Motion to Address MEA Cease and Desist Demand (Link: 02:59:00 – 03:00:00)
The meeting proceeded with a motion related to a cease and desist demand received from the Marblehead Education Association (MEA). An unidentified speaker made a motion for the chair to work with legal counsel to draft a response to the demand letter. The motion included addressing specific individuals listed in the letter. The committee voted unanimously in favor of the motion, with members Al Williams, Brian Ota, Sarah Fox, and Alison Taylor all expressing their support.
Introduction to Academic Discovery Special Education Review (Link: 03:00:00 – 03:05:00)
The meeting transitioned to a presentation on the Academic Discovery Special Education Review. An unidentified speaker introduced Lisa Maria Polito and Victoria Ryan, Superintendent of Student Services and Assistant Director of Student Services, respectively, to present the findings. The review, conducted by Academic Discoveries, aimed to provide an assessment of the special education department’s policies, procedures, and compliance. The presentation highlighted the use of both qualitative and quantitative data to gather information, including regular meetings with district officials and a review of documentation from the past three years. The review focused on ensuring support for students, communication with stakeholders, and the use of practices to provide a least restrictive environment for students. Polito and Ryan provided an overview of the key findings, noting that the full report contained information for further review.
Special Education Review Findings and Stakeholder Feedback (Link: 03:05:00 – 03:10:00)
The Marblehead School Committee meeting continued with a presentation on the findings from the Academic Discovery Special Education Review. An unidentified speaker outlined the comprehensive approach taken by the review team, which included focus groups with stakeholders such as special education teachers, general education teachers, and speech-language pathologists. Classroom observations and surveys were also conducted. The review focused on six areas: program organization and management, student identification and placement, program service delivery, instructional practice, staff support and development compliance, and stakeholder perspective and engagement. The presentation highlighted key strengths, areas for improvement, and current initiatives in each area.
Demographics and Educational Environment Analysis (Link: 03:10:00 – 03:15:00)
The presentation provided an analysis of student demographics and the educational environment within Marblehead Public Schools. An unidentified speaker noted that 28.5% of students have disabilities, which is higher than the Massachusetts state average of 20.2%. Marblehead has a lower percentage of high needs students, including English language learners and low-income students, compared to the state average. The district’s full inclusion rate is lower than the state average, while partial inclusion is higher. The presentation also addressed early childhood education, noting that full inclusion for ages 3 to 5 is lower than the state average. The committee discussed potential reporting errors and the need for accurate data.
Student Achievement and Focus Areas (Link: 03:15:00 – 03:20:00)
The meeting addressed student achievement metrics, highlighting that absenteeism and dropout rates are higher for students with disabilities compared to all students. Advanced course completion is lower for students with disabilities, although their MCAS performance is better than the state average but lags behind peers in Marblehead. The presentation then transitioned to the six focus areas of the review, starting with program organization and management. The review found that the special education department is organized and staffed to ensure compliance with legal mandates and efficient use of resources. The staff was praised for their collaborative nature and high-quality instruction.
Compliance and Professional Development Initiatives (Link: 03:20:00 – 03:29:00)
The committee discussed compliance with legal mandates and the importance of data-driven instruction. An unidentified speaker highlighted the development of a master tracker to monitor compliance and a special education procedure manual to guide staff. The district has been released from corrective action ahead of schedule due to significant improvements. The presentation emphasized the need for continued professional development and the challenges of staffing shortages. The district has contracted with outside vendors to fill gaps but aims to hire high-quality staff with proper certifications.
Effective Programming and Stakeholder Communication (Link: 03:29:00 – 03:34:00)
The district is reviewing its language-based and therapeutic programs, with plans to develop a vertically aligned language-based program. The therapeutic program is being led by staff members with expertise in the area. The committee discussed professional development and communication with stakeholders, including newsletters and office hours. The district has established partnerships with local preschools and early intervention programs to support early identification and intervention for students with disabilities.
Compliance and Special Education Identification Process (Link: 03:34:00 – 03:38:00)
The Marblehead School Committee meeting continued with a focus on compliance with state and federal special education laws. An unidentified speaker highlighted the district’s adherence to these laws regarding student identification and placement, noting the establishment of procedural protocols to ensure legal compliance. Areas for growth included the referral process and staff training, particularly in response to interventions and the effectiveness of the identification process. The district is working on aligning the naming of teacher assistant teams and standardizing forms and processes across buildings. Professional development has been provided to staff on specific assessments and data to support suspected disabilities, with plans to extend this training to general education staff.
Program Service Delivery and Instructional Practice (Link: 03:38:00 – 03:47:00)
The discussion moved to program service delivery and instructional practice, with an unidentified speaker addressing the comprehensive continuum of services offered by Marblehead Public Schools for students with disabilities. The speaker praised the strong commitment of staff and the use of data-driven instruction. Specialized programs such as Orton Gillingham and Project Read were highlighted, with ongoing training for staff. Areas for growth included understanding caseload versus workload and enhancing the co-teaching model. The speaker emphasized the need for more professional development to boost staff confidence in writing IEPs and exploring more inclusion opportunities for students.
Staff Support and Development (Link: 03:47:00 – 03:51:00)
The meeting continued with a focus on staff support and development. An unidentified speaker discussed the district’s commitment to collecting data and fostering collaboration across teams. Professional development needs were identified, including co-teaching, inclusion strategies, and differentiated instruction. The district is addressing these needs through ongoing professional development and collaboration between special and general education staff. Equity among team chairs’ caseloads and responsibilities was also highlighted as an area for improvement. Feedback mechanisms have been established to ensure consistent feedback on practices, particularly regarding the new IEP process.
Compliance and Restraint Protocols (Link: 03:51:00 – 03:58:00)
The committee discussed compliance with regulations, focusing on restraint protocols. An unidentified speaker noted that all three BCBAs are new to the district, with two trained as trainers for safety care. The district has improved communication with families following restraints and is working on data collection and monitoring systems. Staffing ratios meet state mandates, but specialized staffing shortages impact individualized student support. The district has seen a significant reduction in restraints, with only five reported this school year compared to 49 last year. The speaker praised staff for their commitment to de-escalation and classroom management practices.
Stakeholder Perspectives and Engagement (Link: 03:58:00 – 04:05:00)
The discussion focused on stakeholder perspectives and engagement. An unidentified speaker shared feedback from surveys, highlighting perceptions of special education services and administrative support. Areas for growth included inconsistencies in service delivery and the need for stronger transition planning. The district is working on improving communication and collaboration, with plans to enhance transition planning during IEP meetings. The speaker also mentioned efforts to explore postsecondary opportunities for students, including potential programs at Salem State University.
Discussion on Program Dissolution and Student Placement (Link: 04:05:00 – 04:07:00)
The Marblehead School Committee meeting continued with a discussion regarding the dissolution of a program that was previously in place. An unidentified speaker expressed concern that the program was dissolved without the school committee’s notification or approval. The speaker emphasized that such decisions should be made by the school committee. The conversation shifted to the current placement of students who were part of the dissolved program. Another unidentified speaker explained that students are now placed in various settings depending on their needs, including residential settings and local tuition arrangements. The discussion highlighted the importance of ensuring that all actions taken are in the best interest of the students.
Acknowledgment of Team Efforts and Ongoing Challenges (Link: 04:07:00 – 04:08:00)
The meeting proceeded with acknowledgments of the efforts made by the administration and staff in addressing ongoing challenges. An unidentified speaker expressed gratitude to the administration for their work and emphasized that while progress has been made, there is still work to be done. Another speaker noted that special education is an ever-evolving field and that continuous efforts are needed to address challenges. The committee members expressed appreciation for the collaboration among staff, service providers, and the administration in making significant progress in a short period.
Superintendent’s Presentation on Investigation Report (Link: 04:08:00 – 04:18:00)
The meeting transitioned to a presentation by an unidentified speaker on the findings of an independent investigation into allegations of antisemitism, discrimination, and harassment within the district. The investigation, commissioned by the school committee, focused on personnel matters and included interviews with 26 individuals and a review of 450 pages of documents. The speaker explained that the investigation did not find sufficient evidence to support the allegations under the preponderance of evidence standard. The presentation highlighted that while specific incidents did not meet the standard, it does not imply the absence of antisemitism within the district. The speaker emphasized the need for ongoing efforts to address cultural issues and enhance professional development, communication, and collaboration.
Committee’s Role and Future Steps (Link: 04:18:00 – 04:26:00)
The discussion continued with clarification on the school committee’s role in personnel matters. An unidentified speaker reiterated that the school committee does not get involved in personnel issues, as per Massachusetts General Law. The speaker noted that any involvement by a former school committee member in the investigation was not in an official capacity. The conversation shifted to the work of the anti-discrimination committee, which is focused on identifying and addressing incidents of discrimination and enhancing the district’s culture. The committee is exploring professional development opportunities and considering climate surveys to gather feedback from staff and students. The speaker expressed excitement about the work being done and emphasized the importance of building a culture of acceptance and belonging.
Approval Request for Sixth Grade Overnight Trip (Link: 04:26:00 – 04:27:00)
The meeting included a request for approval of an overnight trip for the sixth grade. An unidentified speaker provided a brief update on the trip, which is part of the BO Deal program. The committee discussed the details of the trip and the forms provided in the meeting packet. A motion was made and seconded to approve the trip.
Sixth Grade Overnight Trip to Camp (Link: 04:27:00 – 04:33:00)
The Marblehead School Committee meeting continued with a detailed discussion about the sixth-grade overnight trip to Camp. An unidentified speaker provided an overview of the trip, explaining that although the camp was sold, the program remains largely unchanged, with most staff retained. The trip, known as the Village Experience, is an interdisciplinary program that serves as a culmination of the students’ early years in Marblehead Public Schools. The trip includes various educational activities such as team-building exercises, marine science, engineering design projects, and pond studies. Students participate in activities like dissection, rocket building, and fishing, fostering a sense of independence and camaraderie. The program also includes family-style meals, where students learn to work together and share responsibilities. The speaker highlighted the importance of the trip in preparing students for their transition to Veterans Middle School. Approximately 152 students will attend the camp, with 12 remaining at Village School for a comparable experience.
Approval of the Overnight Trip (Link: 04:33:00 – 04:34:00)
The meeting proceeded with the approval process for the sixth-grade overnight trip. An unidentified speaker confirmed that all necessary paperwork had been completed and that students had committed to their respective activities. The committee discussed the logistics, with 152 students attending the camp and 12 staying at Village School. A motion was made to approve the overnight trip, and the committee conducted a roll call vote. Members Al Williams, Sarah Fox, and Alison Taylor all voted in favor, leading to the trip’s approval. The meeting then moved towards a motion for adjournment.
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